Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2

Abstract

Using a longitudinal sample of young Chinese students (fall and spring in grades 1 and 2: times 1–4, respectively) and growth curve analysis, this study examined whether the initial status and growth rates of compounding awareness from time 1 to time 4 uniquely contribute to reading comprehension at time 4 and whether word‐reading efficiency at time 4 mediates the association between initial status and growth in compounding awareness and reading comprehension at time 4. The results indicated that initial status and growth rates of compounding awareness made a significant direct contribution to reading comprehension at the end of second grade after controlling for IQ, phonological awareness, and vocabulary knowledge. The relationship between initial status and growth rates of compounding awareness and reading comprehension were fully mediated by word‐reading efficiency. The findings underscore the importance of growth in compounding awareness for reading comprehension and add to the literature about the nature of the morphological awareness and reading comprehension relationship in Chinese.

Morphological awareness predicts the growth rate of Chinese character reading

“…Consistent with previous studies (e.g.,Cheng et al, 2017;McBride-Chang et al, 2005), MA was found to predict reading at the first assessment. Consistent with previous studies (e.g.,Cheng et al, 2017;McBride-Chang et al, 2005), MA was found to predict reading at the first assessment.…”

“…cumulative trajectory. Consistent with previous studies (e.g.,Cheng et al, 2017;McBride-Chang et al, 2005), MA was found to predict reading at the first assessment. More interestingly, MA at K2 (Time 1) uniquely predicted the growth rate of reading ability between K2 and K3 (Times 1-4), a period during which formal literacy instruction takes place.…”

“…Morphological awareness has been found to be uniquely important for Chinese reading ability in both kindergarten and the primary grades (Cheng et al, 2017;Cheng, Zhang, Wu, Liu, & Li, 2016;Ku & Anderson, 2003 Morphological awareness as manifested via lexical compounding suggests that one is able to break down a compound word into individual morphemes and understand that its meaning comes from its constituent components (Berko, 1958). For example, children with good MA are able to relate the word of 手機 (cellphone) with its morphemes of 手 (hand) and 機 (machine), instead of representing 手機 as an unanalyzed whole.…”

“…Hong Kong, 2002;Liu, Chuang, & Wang, 1975). A recent study modelling MA using LGCM across four times in primary grade 1-2, demonstrated that both the initial level and growth rate of MA predicted reading comprehension throughChinese word reading efficiency as measured at T4 in grade 2(Cheng et al, 2017). Morphemic information thus becomes crucial in understanding and distinguishing the meanings of Chinese words.…”

“…For example,McBride-Chang et al (2005) showed that MA was more important for reading in Chinese than for reading in English in second graders. A recent study modelling MA using LGCM across four times in primary grade 1-2, demonstrated that both the initial level and growth rate of MA predicted reading comprehension through Chinese word reading efficiency as measured at T4 in grade 2(Cheng et al, 2017).…”